The purpose of this research is to study the acceptance of road-users on the real-time integrated digital traffic information system, with the use of Technology Acceptance Model (TAM) and Media Richness Theory (MRT) as foundations. Further understanding on the properties and demands of populations in the use of real-time integrated digital traffic information system are done through the application of ANOVA (Analysis of Variance) and Regression Analysis. Moreover, with the integration of real time police road condition broadcasting and mobile communication technology, an ideal real-time integrated digital traffic information system is built¡Xthe Mobile Messenger, and a mobile communication technology is developed as main point of service infrastructure. Transforming static broadcasting service into mobile information service, road-users are provided with a high-speed, safe and quality driving environment.

Submitted by Rey Buckman (rey.buckman@gmail.com) on 2016-01-10T15:01:59Z No. of bitstreams: 1 2015-Dec_MSc-Thesis_mHealth-Entrepreneurship-LMICs_Buckman.pdf: 5201516 bytes, checksum: 5c371c945ff66496fee5110423bd8cb8 (MD5) / Rejected by Ana Luiza Holme (ana.holme@fgv.br), reason: Dear Reymound, In the first page your name should appear before the title of your thesis. The number of the pages should appear in the introdution, they should count form the first page but only appear in the thesis in the introdution. and it can'T be as you put in the thesis ex: i of 149 pages You can't have a page in blank in your thesis. Ana Luiza Holme 3799-3492 on 2016-01-11T11:29:28Z (GMT) / Submitted by Rey Buckman (rey.buckman@gmail.com) on 2016-01-12T23:30:25Z No. of bitstreams: 1 2015-Dec_MSc-Thesis_mHealth-Entrepreneurship-LMICs_Buckman.pdf: 5038358 bytes, checksum: 4f2b04bebf79c72c1aa4664114581fb6 (MD5) / Approved for entry into archive by Ana Luiza Holme (ana.holme@fgv.br) on 2016-01-13T11:07:34Z (GMT) No. of bitstreams: 1 2015-Dec_MSc-Thesis_mHealth-Entrepreneurship-LMICs_Buckman.pdf: 5038358 bytes, checksum: 4f2b04bebf79c72c1aa4664114581fb6 (MD5) / Made available in DSpace on 2016-01-13T12:13:06Z (GMT). No. of bitstreams: 1 2015-Dec_MSc-Thesis_mHealth-Entrepreneurship-LMICs_Buckman.pdf: 5038358 bytes, checksum: 4f2b04bebf79c72c1aa4664114581fb6 (MD5) Previous issue date: 2015-12-14 / Tecnologias móveis na saúde (mHealth) representam há alguns anos a força de transformação para melhorar problemas de saúde em países de baixa e média renda (LMIC). Embora vários estudos tenham identificado evidências inconsistentes e novos quadros de avaliação tenham sido propostos, poucos trabalhos exploraram o papel do empreendedorismo para criar mudança disruptiva em um setor tradicionalmente conservador. Defendo que a melhoria da eficácia dos empresários mHealth pode aumentar a adoção de soluções mHealth. Assim, este estudo tem como objetivo propor um modelo de gestão para a análise de soluções mHealth do ponto de vista empresarial no contexto de LMIC. Identifiquei o ‘Khoja-Durrani-Scott (KDS) framework’ como base teórica para o modelo de gestão, devido ao seu foco explícito no contexto de LMICs. Na pesquisa exploratória introduzida a seguir utilizei entrevistas semi-estruturadas com cinco especialistas em mHealth, os sistemas de saúde locais e de investimento para identificar as necessárias adaptações ao modelo. Os resultados das entrevistas propuseram que especialmente a questão econômica deveria ser clarificada, assim como a questão empresarial deveria ser adicionada. Além disso, foi proposto um questionário de avaliação. Na segunda fase, apliquei o questionário a cinco start-ups, que operam no Brasil e na Tanzânia. Realizei entrevistas semi-estruturadas com os empresários para obter insights práticos para o desenvolvimento teórico. Três dos cinco empresários perceberam que os resultados correlacionavam com as expectativas dos pontos fortes e fracos das start-ups. As principais deficiências do modelo foram relacionadas com a ambigüidade de algumas questões. Além dos resultados para o modelo, os resultados das pontuações foram analisados. A análise sugeriu que entre os start-ups que participaram os resultados ‘comportamentais e sócio-técnicos’ foram os mais fortes e os resultados ‘política’ foram os mais fracos. O modelo de gestão integra várias perspectivas, estruturadas em torno do empresário. A fim de validar o modelo, a pesquisa futura pode vincular o desenvolvimento de uma start-up com a evolução das pontuações em estudos de caso longitudinais ou testes em grande escala. / Since some years, mobile technologies in healthcare (mHealth) stand for the transformational force to improve health issues in low- and middle-income countries (LMICs). Although several studies have identified the prevailing issue of inconsistent evidence and new evaluation frameworks have been proposed, few have explored the role of entrepreneurship to create disruptive change in a traditionally conservative sector. I argue that improving the effectiveness of mHealth entrepreneurs might increase the adoption of mHealth solutions. Thus, this study aims at proposing a managerial model for the analysis of mHealth solutions from the entrepreneurial perspective in the context of LMICs. I identified the Khoja–Durrani–Scott (KDS) framework as theoretical basis for the managerial model, due to its explicit focus on the context of LMICs. In the subsequent exploratory research I, first, used semi-structured interviews with five specialists in mHealth, local healthcare systems and investment to identify necessary adaptations to the model. The findings of the interviews proposed that especially the economic theme had to be clarified and an additional entrepreneurial theme was necessary. Additionally, an evaluation questionnaire was proposed. In the second phase, I applied the questionnaire to five start-ups, operating in Brazil and Tanzania, and conducted semi-structured interviews with the entrepreneurs to gain practical insights for the theoretical development. Three of five entrepreneurs perceived that the results correlated with the entrepreneurs' expectations of the strengths and weaknesses of the start-ups. Main shortcomings of the model related to the ambiguity of some questions. In addition to the findings for the model, the results of the scores were analyzed. The analysis suggested that across the participating mHealth start-ups the ‘behavioral and socio-technical’ outcomes were the strongest and the ‘policy’ outcomes were the weakest themes. The managerial model integrates several perspectives, structured around the entrepreneur. In order to validate the model, future research may link the development of a start-up with the evolution of the scores in longitudinal case studies or large-scale tests.

Technology Narrowband IoT is a representative LPWA (Low Power Wide Area) tech-nology that due to its promising features aims for demands of the Internet of Thingsapplications for autonomous data sending from sensors in areas of poor mobile coverage.For such applications, it is beneficial to firstly map properties of communication technol-ogy in areas of intended use and evaluate whether or not is this technology applicable.This Master thesis deals with the design of the hand-held measuring device for evaluationof Narrowband IoT properties. The output of this thesis is firstly comparison of LPWAtechnologies secondly, design of the mentioned device and verification of its functional-ity. And in last part description of measurement of transmission delay for delay-tolerantapplications. Transmission delay is a critical parameter for delay-tolerant applications.Such an application can be, for example, smart electrometers for which there is definedmaximal allowed transmission delay of 10 seconds and therefore it is desirable to evalu-ate whether or not is the deployment of the communication technology Narrowband IoTsuitable in the intended area for delay-tolerant or even for delay-intolerant applications.

Abstracts in English, Zulu and Setswana / This study investigated the feasibility of using WhatsApp Messenger as a tool to enhance the professional identity and inquiry-based pedagogy through the professional development of university chemistry teachers. The epistemological interpretive paradigm was used to guide the study. The study assumed a naturalistic, exploratory investigation. The qualitative research methodology was used to conduct the study. Nine university teachers were purposively sampled from three universities (three teachers from each university) for the study. Data were collected through semi-structured interviews, participant observations, and focus group discussions. Data analysis was completed using the thematic networks analysis. Ethics considerations were observed by not disclosing personal information of the participants or information about the universities where they represented. This study was guided by four theoretical underpinnings: the connectivism theory, the transformative learning theory, the expectancy-value theory, and the dual systems theory. The primary research question guiding this study was: How does the professional identity of university chemistry teachers develop as they learn IBP through WhatsApp Messenger? A two-pronged approach was used in the research: (1) comparing the professional identity of the teachers before and after the course, and (2) observing and describing the professional identity process as the teachers undertook the course. The results from the interviews conducted before the teachers undertook the WhatsApp Messenger-based IBP course showed that most teachers had a negative professional identity. They had become teachers for a variety of reasons, but they did not consider themselves teachers and believed they would leave university teaching if opportunities arose in the industry. They had no formal qualifications in pedagogy, and they did not believe that such knowledge was necessary. The majority of these teachers used teacher-centred approaches. Results from participant observations during the WhatsApp Messenger-based IBP course showed that the course slowly imparted to the teachers the norms associated with not only IBP, but other teaching approaches as well. WhatsApp Messenger provided a flexible online platform where the teachers interacted and exchanged ideas without the need to meet in a physical space. The results from the interviews conducted after the teachers participated in the WhatsApp Messenger-based IBP course showed that the participants' professional identity had changed positively. They now recognised the importance of pedagogy in teaching, they positively identified with the teaching profession, and some were considering acquiring formal qualifications in pedagogy. / Lolu cwaningo beluphenya ithuba lokusetshenziswa kwangempela kwe-WhatsApp Messenger njengethuluzi lokuqinisa isithombe sesisebenzi kanye nohlelo lokufundisa olwencike phezu kophenyo lothisha besifundo seKhemistri (chemistry) enyuvesi, ngohlelo lokuthuthukisa abasebenzi. Uhlelo lwepharadayimu echazayo ye-ephistemoloji lwasetshenziswa ukuhlahla indlela yesifundo, okuyindlela enqume ukulandela indlela yemvelo, ephenyayo. Umethodoloji wocwaningo olwencike kuKhwalithi (Qualitative) lusetshenzisiwe ukwenza ucwaningo, ndawonye nothisha basemanyuvesi ayisishiyagalolunye abakhethwe ngenhloso kumanyuvesi amathathu (abathathu kwinyuvesi eyodwa). Idatha yaqoqwa ngokusebenzisa izinhlolovo ezimbaxambili (semi-structured interviews), ngokubheka izenzo zomdlalindima (participant observation) kanye nezingxoxo zeqembu eliqondiwe (focus group discussions), kanti ukuhlaziywa kwedatha kwenziwa kwaqedwa ngokusebenzisa uhlelo lokuhlaziya oluwuthungelelwano lwendikimba (thematic network analysis). Kubonakele ukulandelwa komgomo wokuziphatha ngokungadaluli ulwazi lomuntu ongumdlalindima noma ulwazi olumayelana namanyuvesi ababewameleyo. Ucwaningo beluholwa yizinhlaka ezine zethiyori: i-connectivism theory, i-transformative learning theory, i-expectancy-value theory kanye nama-dual systems theory. Umbuzo wokuqala wezocwaningo ohola ucwaningo bewuthi: Ngabe isithombe sobizo lobuthishela wekhemistri enyuvesi sithuthukiswa kanjani ngesikhathi befunda uhlelo lwemfundo eyencike ekuphenyeni (inquiry-based pedagogy (IBP) ngokusebenzisa i-WhatsApp Messenger? Indlela embaxambili iye yasetshenziswa: 1) ukuqhathanisa isithombe sobizo lobuthishela ngaphambi nangemuva kwesifundo,, kanye no-2) baqhathanisa isithombe sobizo lobuthishela sothisha ngaphambi nangemuva kwesifundo, kanye no 2) babheke futhi bachaza uhlelo lwezimpawu zokwakha isithombe sobizo lobuthishela njengoba othisha baye badlala indima kulesi sifundo. Imiphumela evela kwizinhlolovo ezenziwe ngaphambi kokuba othisha bahambele isifundo se-WhatsApp Messenger-based IBP, ikhombise ukuthi iningi lothisha libe nesithombe sobizo esibi. Baye bafundela ubuthishela ngezizathu ezahlukahlukile, kodwa abakaze bazibona bangothisha futhi baye bacabanga ukuyeka inyuvesi uma ngabe kuvela amathuba kwimboni. Abakaze babe neziqu zokufundisa, kanti abazange bakholwe ukuthi ulwazi olunjalo kwakunesidingo sokuba nalo, kanti iningi lothisha lwalandela indlela izindlela ezencike kuthisha. Imiphumela evela ekubukeni izenzo zothisha ngesikhathi sesifundo se-IBP ikhombise ukuthi isifundo kancane kancane sinikeze othisha izimfundiso ezithile, kanti futhi nezinye izindlela zokufundisa. Uhlelo lwe-WhatsApp Messenger lunikeze inkundla ye- inthanethi engenamngcele lapho othisha bebahlangana futhi baphakelane ngemibono nhlangothi zombili ngaphandle kwesidingo sokuhlangana endaweni ephathekayo. Ngemuva kwesifundo se-IBP abadlalindima baye babika ukuthi babone izithombe zobizo lwabo zizinhle kakhulu. Manje sebeyakwazi ukubaluleka kwendlela yephedagogi ekufundiseni, bazibona behambisane kahle kakhulu nobizo lobuthishela. Kanti abanye baze bacabanga ukuthola ezinye iziqu ezisemthethweni zobizo lobuthisha. / Thuto e, e dirile dipatlisiso tsa kgonagalo tsa go dirisa WhattsApp Messenger jaaka sediriso sa go tlotlomatsa tlhaolo ya borutegi le potsiso theo ya thuto ya sekolo ya barutabana ba Yunibesithi ba thuto ya khemise, ka tlhabololo ya borutegi. Go dirisitswe pharataeme ya phetolo ya episitemoloji go kaela thuto e e tsaletseng botlhagiso jwa tlhago le tlhotlhomiso. Thutatsela ya patlisiso e e boleng e ne ya dirisiwa go tsamaisa thuto, le barutabana ba ba robongwe ba diyunibesithi tse di neng di na le maikemisetso a bosupi go tswa mo diyunibesithi tse tharo (ba bararo go tswa mo go nngwe le nngwe ya tsona). Didatha di ne di kgobokantswe ka seka-popego sa dipuisano, kelotlhokomelo ya batsayakarolo le tsepamiso ya setlhopha sa dipuisano, fa tshekatsheko ya datha e feditswe ka go dirisa tshekatsheko ya kgokagano ya thitokgang. Kelotlhoko ya maitshwaro e ne e na le tlhokomelo ka go se senole tshedimosetso ya batsayakarolo kgotsa tshedimosetso ka diyunibesthi tse e leng baemedi ba tsona. Thuto e ne e kaelwa ke metheo e mene ya tiori: tiori ya kopano, tiori ya phetogo ya thuto, tiori ya boleng jo bo solofetsweng le tiori ya thulaganyo. Potso e kgolo ya patlisiso e e kaelang thuto e ne e le: tlhaolo ya borutegi e gola jaang mo barutabaneng ba yunibesithi ba thuto ya Khemise fa ba ithuta thuto ka theo-potsiso ya petakoji (IBP) ka WhatsApp Messenger? Go thapilwe tlhagiso e e tlhagelelang gabedi 1) go farologanya tlhaolo ya barutabana pele le morago ga khoso le 2) go ela tlhoko le go tlhalosa tshedimosetso ya tlhaolo ya borutegi jaaka barutabana ba batsayakarolo mo khosong. Dipholo tsa tsamaiso ya potsotherisano e e neng e le teng pele ga go tsena khoso ya WhatsApp Messenger-based IBP, di bontsha gore ba bantsi ba na le tlhaolo ya borutegi jo bo sa siamang. Ba ne ba nna barutabana ka mabaka a a rileng a a sa tshwaneng fela ba sa ipone sentle jaaka barutabana, ka megopolo ya go tlogela Yunibesithi fa ditšhono tsa intasetari di tlhagelela. Ba ne ba sena boatlhodi jwa semmuso ba petakoji, mme ba ne ba sa dumele gore kitso e jaana e a tlhokagala, ka bone bontsi bo ne bo tsaletswe ditlhagiso tsa go tsepama mo borutabaneng. Dipholo tsa kelotlhoko ya batsayakarolo mo nakong ya khoso ya IBP di bontsha gore khoso e e neetse barutabana ditlwaelo tse di rileng tse di sa tsamaisaneng fela le IBP gape le ditlhagiso tse dingwe tsa borutabana. WhatsApp Messenger e kgona go abelana mo polatefomong e e bonolo ya inthanete mo barutabaneng ba ba tlhaeletsanang le go abelana dikakanyo kwa ntle ga tlhokego ya go kopana mo lefelong ka sebele. Morago ga khoso ya IBP batsayakarolo ba begile gore ba leba ditlhaolo tsa bone tsa borutegi ka letshwao la koketso. Jaanong ba lemogile botlhokwa jwa petakoji mo go ruteng, se se tlhagisiwa ka letshwao la koketso mo boruteging jwa go ruta, ba bangwe ba ntse ba akanya go nna le boatlhodi jwa semmuso ka mo petakoji. / Curriculum and Instructional Studies / D. Phil. (Curriculum Studies)